Robinson
HNRS 302-008H
Syllabus – 8/29/11 version
The AIDS Crisis in Sub-Saharan Africa: Drivers, Responses, and Impacts
American University • Honors Program
HNRS 302-008H • Fall 2011
Name
Email
Phone
Office
Office Hours
Course Meeting Time
Meeting Location
Instructor
Prof. Rachel Sullivan Robinson
robinson@american.edu
202-885-1636
SIS 341
Mondays 3:00-5:00 pm
Wednesdays 4:30-6:30 pm
Mondays 11:45-2:25 pm
McKinley 210
Course Description and Objectives
This course treats the HIV/AIDS pandemic in sub-Saharan Africa as both an object of study as
well as a lens through which to understand the dynamics of African states and societies. While
sub-Saharan African countries should not be reduced to their HIV-prevalence rates, it remains
the sobering truth that two-thirds of those infected with HIV globally live in the region.
Throughout the course, we will focus on the cultural, economic, and political drivers of
HIV/AIDS, looking at how the disease has disproportionately affected some groups (such as
women and migrants) and some countries (such as those in southern Africa). We will also
examine the impacts of the disease on the labor force, the family, and on Africans’ ways of
thinking about the world. We will look at local, national, and international responses to
HIV/AIDS, which have included the creation of small organizations to support those afflicted by
the disease, national policies and programs, and massive influxes of funding for prevention
programs and antiretroviral therapy. We will consider the effectiveness of these interventions,
as well as their implications for everything from intellectual property debates to the crowding
out of other health concerns. In the end, you will have learned about AIDS in Africa, but also
about Africa more generally, and about your own position in the global community as it
struggles to slow the AIDS pandemic.
Learning Outcomes
By the end of the course, you will:
1) Be able to explain the drivers of, responses to, and impacts of the HIV epidemic in subSaharan Africa
2) Be able to interpret and synthesize large volumes of scholarly literature on the topic of
HIV/AIDS
3) Have a base knowledge of sub-Saharan Africa that you can use to situate future study of
topics beyond HIV/AIDS.
Please note – syllabus is always open to revision. Check Blackboard for most up-to-date version.
Robinson
HNRS 302-008H
Syllabus – 8/29/11 version
Caveats
♦ HIV/AIDS touches on many personal, emotional, and political issues, thus tensions and
divergent viewpoints are an inevitable part of the learning process. All perspectives will
be welcomed and discussed, and as a student in this class, it is your responsibility to
listen closely and respectfully to the perspectives expressed both in the course material
and by all class participants (including your fellow students and any guest speakers).
When you have different opinions on an issue, you are encouraged to share them
openly and in a courteous manner. To facilitate productive discussions, on the first day
of class, we will develop ground rules for discussion.
♦ It is highly probable that there will be some information in the required readings which
is wrong, and/or contradictory. This outcome is expected because (a) information about
HIV/AIDS changes rapidly and (b) the stakes in HIV-related research are incredibly high:
there are millions of lives and billions of dollars at stake.
♦ I do not know everything about Africa or about HIV/AIDS. I am, however, committed to
finding the answers to your questions and working together to increase our knowledge.
Readings
There are two required book for the course:
♦ Pisani, Elizabeth. 2009. The Wisdom of Whores: Bureaucrats, Brothels, and the Business
of AIDS. New York and London: WW Norton and Company.
♦ Whiteside, Alan. 2008. HIV/AIDS: A Very Short Introduction. Oxford: Oxford University
Press.
These are available at the AU bookstore and from a variety of online sellers, and will also be on
reserve at the library. The remainder of the readings will be available through Blackboard, and
will consist mainly of academic journal articles and chapters from academic books. As you read,
reflect on the silences, as well as the cacophony, in what we are learning about both HIV/AIDS
and Africa. Which countries do you hear a lot about, and which ones are rarely mentioned?
Which parts of the AIDS story are emphasized, and which are left out?
Course Activities
♦ Pragmatics The course meets once a week for 14 weeks, with no class on Labor Day
(9/5/11). Each class lasts two hours and forty minutes, and we will always take a 10minute break in the middle of class to stretch and have a snack. We will organize
collective snack duties during the first meeting.
♦ Class Time The central focus of class time will be student-led discussions of the readings.
These will be supplemented with mini-lectures given by me, other discussions, the
occasional film, and hopefully a speaker or two.
Assignments & Evaluation 1
♦ Your final grade is out of 1000 points and has nine components, described below.
♦ All written assignments should be submitted electronically to Blackboard.
♦ Word counts do not include references.
1
This course is eligible for Community Service-Learning Program: http://www.american.edu/ocl/volunteer/CBLRThe-Community-Service-Learning-Program-Extra-Credit-Option.cfm.
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Component
Leading Class Discussion – 15%
Blackboard Postings – 10%
Country Reports – 20%
Intervention Memo – 10%
Final Exam – 20%
Participation – 10%
AIDS Walk – 5%
Africa Event – 5%
Map Test – 5%
HNRS 302-008H
Syllabus – 8/29/11 version
Details
Everyone, along with a partner, will lead class discussion one
day. The discussion will be based on the day’s readings, plus
several additional readings only the discussion leaders are
required to complete. You and your partner will prepare one
to two pages of “talking points” as well as a 15-20 minute
presentation on the readings, which will conclude with your
discussion questions. You will be responsible for moderating
the discussion, and you can also bring in other materials –
newspaper articles, fiction, videos, guest speakers, etc.
For most class meetings, you will be required to post a 200300 word response to the day’s readings on Blackboard by
Sunday at midnight. The primary purpose of these postings
is to help you prepare for discussion, so I will not comment
directly on them. Everyone is expected to review the
postings before class time. You do not have to do a posting
the week that you lead discussion.
You will pick/be assigned a country in sub-Saharan Africa on
which you will focus for two assignments.
Assignment #1: A joint presentation with someone else from
the class on Sept. 26 in which you will verbally/visually
present the “basics” on your country in terms of politics,
culture, economics and HIV.
Assignment # 2: A 2500-word paper that is a more detailed
analysis of the response to HIV in your country (due Nov. 14).
Due Oct. 31, 1500 words. A detailed memo on an HIV
intervention (prevention, treatment, or care) of your choice,
written as if to a Congressperson.
The final is a take-home exam of essay questions which will
be due to Blackboard by noon on Monday, Dec. 12.
Questions will be distributed the last day of class.
Participation means sharing your voice. You can do this with
the class via comments and questions, and also with me via
emails and office hours visits.
The Washington DC AIDS Walk is Saturday, October 29.
Participation is $15 for students. If you cannot/do not wish
to participate, an alternative assignment will be identified.
Attend an event on Africa off AU’s campus – this could be
cultural, academic, or political – and write me 200-300 words
about it.
Correctly label the countries of sub-Saharan Africa on a blank
map. We will practice on Sept. 12, and the actual test will be
on Dec. 5.
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HNRS 302-008H
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Your total points will be converted to a letter grade for the course as follows:
A 95% and higher
A- 90-94.9%
B+
B
B-
87-89.9%
83.5-86.9%
80-83.4%
C+
C
C-
77-79.9%
73.5-76.9%
70-73.4%
An “A” means superior work, a “B” excellent work, a “C” satisfactory work, a “D” unsatisfactory
and/or incomplete work, and an “F” below minimum-standard work.
Policies
♦ As members of the same intellectual community, we benefit from one another’s insights
and presence, so your attendance at all class sessions is expected. If you miss class,
please be sure to contact your peers for notes and information on assignments (email
addresses are available through Blackboard). It is your right to miss class, but you will
learn more by coming, and not coming to class will affect your participation grade.
♦ The best way to contact me is via email or by coming to my office hours. I will try to
answer all emails received Mon-Fri within 24 hours of their receipt; emails received over
the weekend will usually have to wait until Monday. If you cannot come to my office
hours, I am willing to try to schedule appointments for other times.
♦ For certain assignments (written country report and intervention memo) I will
automatically grant you a 24-hour extension if and only if it is requested at least 24
hours before the due date. No extensions will be granted for other assignments. The
grades of late papers (those turned in anytime after class the day the paper was due, or
anytime after the 24-hour extension) will be reduced by one letter grade and will be
accepted no later than a week after the original due date. For people leading discussion
the day a major assignment is due, an extension until Friday of that week will be
automatically granted.
♦ All requests for grade changes must be made in writing, and submitted to me in person
within one week of the return of the assignment. I reserve the right to increase or
decrease a disputed grade.
Additional Support
If you experience difficulty in this course for any reason, or if you anticipate experiencing
difficulties of any sort, please don’t hesitate to consult with me. In addition to what I can offer,
a wide range of services is available to support you in your efforts to meet the course
requirements:
♦ The Academic Support Center (http://www.american.edu/ocl/asc/, MGC 243) offers
study skills workshops, individual instruction, tutor referrals, and services for students
with learning disabilities. Writing support is available through the ASC Writing Lab or the
Writing Center (http://www.american.edu/cas/writing/index.cfm, Battelle 228).
♦ The Counseling Center (http://www.american.edu/ocl/counseling/, MGC 214) offers
counseling and consultations regarding personal concerns, self-help information, and
connections to off-campus mental health resources.
♦ Disability Support Services (http://www.american.edu/ocl/dss/index.cfm, MGC 206)
offers technical and practical support and assistance with accommodations for students
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HNRS 302-008H
Syllabus – 8/29/11 version
with physical, medical, or psychological disabilities. If you qualify for disability-related
accommodations, please make sure that you have registered with Disability Support
Services such that they will send me an accommodation letter.
Green Teaching
This is a Certified Green Course. This means, for example, that I will try to limit the number of
printed materials I hand out, and that I will use Blackboard extensively to post handouts, collect
assignments, and provide you with feedback on assignments. To help make our class as green
as possible, I encourage you to buy used books, minimize paper use by submitting assignments
electronically as instructed, and read course readings online rather than printing copies. If you
choose to print, please print double-sided, and recycle the paper after the end of the semester.
Academic Integrity
University policies on academic integrity (this includes plagiarism!) will be strictly enforced. By
registering for this course, you have acknowledged your awareness of the Academic Integrity
Code (http://www.american.edu/academics/integrity/), and you are obliged to become familiar
with your rights and responsibilities as defined by the Code.
Emergency Preparedness
In the event of an emergency, American University will implement a plan for meeting the needs
of all members of the university community. Should the university be required to close for a
period of time, we are committed to ensuring that all aspects of our educational programs will
be delivered to our students. These may include altering and extending the duration of the
traditional term schedule to complete essential instruction in the traditional format and/or use
of distance instructional methods. Specific strategies will vary from class to class, depending on
the format of the course and the timing of the emergency. Faculty will communicate classspecific information to students via AU e-mail and Blackboard, while students must inform their
faculty immediately of any absence. Students are responsible for checking their AU e-mail
regularly and keeping themselves informed of emergencies. In the event of an emergency,
students should refer to the AU Student Portal, the AU Web site (www.prepared.american.edu)
and the AU information line at (202) 885-1100 for general university-wide information, as well
as contact their faculty and/or respective dean’s office for course and school/ college-specific
information.
My Teaching Philosophy
Successful learning means both mastering the relevant subject matter as well as acquiring and
practicing associated skills. As a teacher, it is my responsibility to 1) create an environment
where all students can learn, 2) equip students with the tools necessary for that learning to
occur, and 3) provide necessary support along the way. Consider me your guide to this course
as well as to the subjects of HIV/AIDS and sub-Saharan Africa. It is my responsibility to try to
anticipate your needs, but it your responsibility to let me know if your needs are not being met.
To that end, I will ask you to complete a mid-term evaluation of my teaching and the course
overall.
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HNRS 302-008H
Syllabus – 8/29/11 version
Detailed Schedule
Week 1 – Aug. 29 – Intro/Overview
Readings Due
None
Extra Readings
None
Assignment Due None
Monday, Sept. 5 – NO CLASS, LABOR DAY!
Week 2 – Sept. 12 – Background on Sub-Saharan Africa
Readings Due
1. Edwards, Paul N. 2008. “How to Read a Book, v. 4.0”
http://pne.people.si.umich.edu/PDF/howtoread.pdf
2. Ferguson, James. 2006. Global Shadows: Africa in the Neoliberal
World Order. Durham, NC: Duke University Press. Introduction (pp.
1-23), “Global Shadows: Africa and the World.”
3. Lindberg, Staffan. 2006. “The Surprising Significance of Elections in
Africa.” Journal of Democracy 17(1): 139-151.
4. Kapuściński, Ryszard. 2001. The Shadow of the Sun. Toronto: Alfred
A. Knopf. Pp. 156-164 “There Shall Be a Holiday” and pp. 233-260
“The Cooling Hell.”
5. Wainaina, Binyavanga. 2005. "How to Write About Africa." Granta
92:92-95.
6. Radelet, Steven. 2010. Emerging Africa: How 17 Countries Are
Leading the Way. Washington, DC: Center for Global Development.
Chapter 1 (pp. 9-25), “Emerging Africa.”
Extra Readings
None
Assignment Due Blackboard posting
Week 3 – Sept. 19 – Origins and Drivers
Readings Due
1. Whiteside (2008), chapters 1-4.
2. Pisani (2009). Ch. 3, “The Honesty Box” & Ch. 4, “The Naked Truth.”
3. Brandt, Allan. 1988. “AIDS in Historical Perspective.” American
Journal of Public Health 78(4): 367-371.
4. Epstein, Helen. 2007. The Invisible Cure. New York: Picador. Pp. 4148.
Extra Readings
1. Gisselquist, David. 2008. Points to Consider: Responses to HIV/AIDS
in Africa, Asia, and the Caribbean. London: Adonis & Abbey. Ch. 2,
“The AIDS Epidemic Begins, 1920-60” (pp. 8-31).
2. Walker, Neff, Nicholas C. Grassly, Geoff P. Garnett, Karen A.
Stanecki, and Peter D. Ghys. 2004. "Estimating the global burden of
HIV/AIDS: what do we really know about the HIV pandemic?" The
Lancet 363:2180-2185.
Assignment Due Blackboard posting
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HNRS 302-008H
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Week 4 – Sept. 26 – Country Report Presentations
Readings Due
None
Extra Readings
None
Assignment Due Country report - visual/oral presentation with peer
Week 5 – Oct. 3 – Origins and Drivers Continued
Readings Due
1. Whiteside (2008), chapters 5-8
2. Pisani (2009). Ch. 1, “Cooking Up an Epidemic.”
3. Halperin, Daniel T and Helen Epstein. 2007. "Why is HIV prevalence
so severe in southern Africa?" The Southern African Journal of HIV
Medicine 8:19-25.
4. Auerbach, Judith D., Justin O. Parkhurst, and Carlos F. Cáceres. 2011.
"Addressing social drivers of HIV/AIDS for the long-term response:
Conceptual and methodological considerations." Global Public
Health: 1-17.
5. Sawers, Larry and Eileen Stillwaggon. 2010. "Understanding the
Southern African ‘Anomaly’: Poverty, Endemic Disease and HIV."
Development and Change 41:195-224.
Extra Readings
None
Assignment Due Blackboard posting
Week 6 – Oct. 10 – International Responses: Global Organizations & Funding
Readings Due
1. Lieberman, Evan. 2009. Boundaries of Contagion. Princeton:
Princeton University Press. Ch. 3 “Globalization and Global
Governance of AIDS: The Geneva Consensus.”
2. Cohen, Jon. 2008. “The Great Funding Surge.” Science 321
(7/25/08): 512-519.
3. Shiffman, Jeremy. 2008. “Has Donor Prioritization of HIV/AIDS
Displaced Aid for Other Health Issues?” Health Policy and Planning
23: 95-100.
4. Flint, Adrian. 2011. HIV/AIDS in Sub-Saharan Africa: Politics, Aid and
Globalization. Houndmills, Basingstoke: Palgrave Macmillan. Ch. 8
(pp. 145-168), “Governance, the International Trading System and
Access to Antiretrovirals.”
5. Richey, Lisa Ann and Stefano Ponte. 2011. Brand Aid: Shopping Well
to Save the World. Minneapolis, MN: University of Minnesota Press.
Ch. 2 (pp. 55-85), “The Rock Man's Burden.”
Extra Readings
1. Pisani (2009). Ch. 8, “Ants in the Sugar Bowl.”
2. Pogge, Thomas. 2011. "The Health Impact Fund: How to Make New
Medicines Accessible to All." Pp. 241–250 in Global Health and
Global Health Ethics, edited by S. Benatar and G. Brock. Cambridge:
Cambridge University Press.
Assignment Due Blackboard posting
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HNRS 302-008H
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Week 7 – Oct. 17 – Mainstream Prevention Techniques
Readings Due
1. Shelton, J. D. 2007. “Ten Myths and One Truth about Generalised
HIV Epidemics.” Lancet 370: 1809-1811.
2. Potts et al. 2008. “Reassessing HIV Prevention,” Science 320 (5877):
749–750.
3. MacPhail, Catherine and Catherine Campbell. 2001. "'I think
condoms are good but, aai, I hate those things': condom use among
adolescents and young people in a Southern African township."
Social Science & Medicine 52:1613-1627.
4. Barker, Kriss. 2009. “Sex, Soap, and Social Change: The Sabido
Methodology of Behavior Change Communication.” Ch. 24 in Pope,
White, and Malow, HIV/AIDS: Global Frontiers in
Prevention/Intervention. New York: Routledge.
5. Thornton, Rebecca L. 2008. "The Demand for, and Impact of,
Learning HIV Status." The American Economic Review 98:1829-1863.
6. Pisani (2009). Ch. 5, “Sacred Cows.”
Extra Readings
1. de Walque, Damien and Rachel Kline. 2011. "Variations in Condom
Use by Type of Partner in 13 Sub-Saharan African Countries." Studies
in Family Planning 42:1-10.
2. Pfeiffer, J. 2004. "Condom social marketing, pentecostalism, and
structural adjustment in Mozambique: A clash of AIDS prevention
messages." Medical Anthropology Quarterly 18:77-103.
Assignment Due Blackboard posting
Week 8 – Oct. 24 – Other Interventions
Readings Due
1. Craddock, Susan. 2007. “Market Incentives, Human Lives, and AIDS
Vaccines.” Social Science & Medicine 64: 1042–1056.
2. McNeil Jr., Donald G. 2009. "For First Time, AIDS Vaccine Shows
Some Success " in New York Times. New York.
http://www.nytimes.com/2009/09/25/health/research/25aids.html
?ref=global-home
3. Sylla, Laurie and Clair Kaplan. 2009. “Microbicides: Revolutionizing
HIV Prevention?” Ch. 10 in Pope, White, and Malow HIV/AIDS:
Global Frontiers in Prevention/Intervention. New York: Routledge.
4. Noseda, Veronica. 2011. "Microbicides: Another “Silver Bullet”
Needs Ongoing Socio-Cultural Analysis."
http://blogs.uci.edu/cihablog/2011/01/03/microbicides-anothersilver-bullet-needs-ongoing-socio-cultural-analysis/
5. Sullivan, Erin, Peter Drobac, Katherine Thompson, and William
Rodriguez. 2011. "Botswana's Program in Preventing Mother-toChild HIV Transmission." Harvard Medical School and Brigham and
Women's Hospital, Cambridge, MA.
6. Dworkin, Shari and Kim Blankenship. 2009. "Microfinance and
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Extra Readings
Assignment Due
HNRS 302-008H
Syllabus – 8/29/11 version
HIV/AIDS Prevention: Assessing its Promise and Limitations." AIDS
and Behavior 13:462-469.
1. Odek, Willis Omondi et al. 2009. “Effects of Micro-Enterprise
Services on HIV Risk Behaviour among Female Sex Workers in
Kenya’s Urban Slums.” AIDS Behavior 13(3):449-61.
2. Heller, Jacob. 2008. The Vaccine Narrative. Nashville: Vanderbilt
University Press. Ch. 4, “HIV/AIDS Vaccine Research: Science and
Ethics Confront the Narrative.”
Blackboard posting
Week 9 – Oct. 31 – Local Responses
Readings Due
1. Allen, Tim and Susette Heald. 2004. “HIV/AIDS Policy in Africa: What
Has Worked in Uganda and What Has Failed in Botswana?” Journal
of International Development 16: 1141–1154.
2. Butler, Anthony. 2005. “South Africa’s HIV/AIDS Policy, 1994-2004:
How Can It Be Explained?” African Affairs 104: 591-614.
3. Swidler, Ann and Susan Cotts Watkins. 2009. “‘Teach a Man to
Fish’: The Sustainability Doctrine and Its Social Consequences.”
World Development 37(7): 1182-1196.
4. Robinson, Rachel Sullivan. 2011. “From Population to HIV: The
Organizational and Structural Determinants of HIV Outcomes in SubSaharan Africa.” Journal of the International AIDS Society.
5. Lieberman, Evan S. 2007. “Ethnic Politics, Risk, and Policy-Making:
A Cross-National Statistical Analysis of Government Responses to
HIV/AIDS.” Comparative Political Studies 40(12): 1407-1432.
Extra Readings
1. Foley, Ellen E. and Rokhaya Nguer. 2010. "Courting success in
HIV/AIDS prevention: the challenges of addressing a concentrated
epidemic in Senegal." African Journal of AIDS Research 9:325 - 336.
2. Rodlach, Alexander. 2006. Witches, Westerners, and HIV. Walnut
Creek, CA: Left Coast Press. Ch. 8 (p. 141-156), “Conspiracy Theories
Involving Westerners.”
Assignment Due Intervention memo
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HNRS 302-008H
Syllabus – 8/29/11 version
Week 10 – Nov. 7 – Women & Gender
Readings Due
1. Smith, Daniel J. 2007. “Modern Marriage, Men’s Extramarital Sex,
and HIV Risk in Nigeria.” American Journal of Public Health
97(6):997-1005.
2. Jewkes, Rachel K., Kristin Dunkle, Mzikazi Nduna, and Nwabisa Shai.
2010. "Intimate partner violence, relationship power inequity, and
incidence of HIV infection in young women in South Africa: a cohort
study." The Lancet 376:41-48.
3. Reniers, Georges and Susan Watkins. 2010. "Polygyny and the
spread of HIV in sub-Saharan Africa: a case of benign concurrency."
AIDS 24:299-307
4. Dowsett, Gary W. 2003. “Some Considerations on Gender and
Sexuality in the Context of AIDS.” Reproductive Health Matters
11(22): 21-29.
5. Mbugua, N. 2007. "Factors inhibiting educated mothers in Kenya
from giving meaningful sex-education to their daughters." Social
Science & Medicine 64:1079-1089.
Extra Readings
1. Hunter, Mark. 2010. Love in the Time of AIDS. Bloomington, IN:
Indiana University Press. Ch. 1 (pp. 1-18), “Gender and AIDS in an
Unequal World.”
2. Niëns, Laurens and David Lowery. 2009. "Gendered Epidemiology:
Sexual Equality and the Prevalence of HIV/AIDS in Sub-Saharan
Africa." Social Science Quarterly 90:1134-1144.
Assignment Due Blackboard posting
Week 11 – Nov. 14 - Sexuality and Sex Work
Readings Due
1. Tawfik, Linda and Susan Cotts Watkins. 2007. “Sex in Geneva, Sex in
Lilongwe, and Sex in Balaka.” Social Science & Medicine 64: 1090–
1101.
2. Dilger, Hansjoerg. 2009. “‘African Sexualities’ Revisited: The
Morality of Sexuality and Gender in the Era of Globalization and AIDS
in Tanzania.” Ch. 8 in Pope, White, and Malow HIV/AIDS: Global
Frontiers in Prevention/Intervention. New York: Routledge.
3. Campbell, Catherine. 2000. "Selling sex in the time of AIDS: the
psycho-social context of condom use by sex workers on a Southern
African mine." Social Science & Medicine 50:479-494.
4. Swidler, Ann and Susan Cotts Watkins. 2007. “Ties of Dependence:
AIDS and Transactional Sex in Rural Malawi.” Studies in Family
Planning 38(3): 147-162.
5. Accounts of recent homophobia in Malawi, Senegal, and Uganda
(one third of class will read each country)
i. On Senegal:
http://www.globalgayz.com/country/Senegal/view/SN/gay10
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Extra Readings
Assignment Due
HNRS 302-008H
Syllabus – 8/29/11 version
senegal-news-and-reports-2009#article1
ii. On Malawi:
http://www.globalgayz.com/country/Malawi/view/MWI/gaymalawi-news-and-reports-2010 and
http://www.globalgayz.com/country/Malawi/view/MWI/gaymalawi-news-and-reports-2010-may-dec
iii. On Uganda: http://news.bbc.co.uk/2/hi/africa/8412962.stm,
http://www.globalgayz.com/country/Uganda/view/UGA/gayuganda-news-and-reports-2010,
http://www.globalgayz.com/country/Uganda/view/UGA/gayuganda-news-and-reports-2011-2, and
http://www.globalgayz.com/country/Uganda/view/UGA/gayuganda-news-and-reports-2011-may-dec
1. Epprecht, Marc. 2008. Heterosexual Africa. Athens, OH: Ohio
University Press. Ch. 1 (pp. 1-33), “A Puzzling Blindspot, a Troubling
Silence, a Strange Consensus.”
2. Nguyen, Vinh-Kim. 2005. "Uses and Pleasures: Sexual Modernity,
HIV/AIDS, and Confessional Technologies in a West African
Metropolis." Pp. 245-267 in Sex in Development: Science, Sexuality,
and Morality and Global Perspective, edited by V. Adams and S. L.
Pigg. Durham and London: Duke University Press.
Country report – written portion
Week 12 – Nov. 21 – New Frontiers
Readings Due
1. Klausner, Jeffrey D., Richard G. Wamai, et al. 2008. “Is Male
Circumcision as Good as the HIV Vaccine We’ve Been Waiting For?”
Future Medicine 2(1): 1-7.
2. Smith, Sonia. 2011. "Fighting AIDS in Tanzania: Have a Coke and an
Anti-Retroviral." http://www.slate.com/id/2296486/entry/2296487/
3. Highleyman, Liz. 2011. "HIV Eradication: Time to Talk about a Cure."
Beta 23:13-27.
4. O’Neal, Reilly. 2009. "Is HIV Treatment HIV Prevention?" Beta
Summer/Fall: 30-36.
5. The Lancet. 2011. "HIV treatment as prevention - it works." The
Lancet 377:1719.
6. San Francisco AIDS Foundation press release on results from PreP
trial results, 7/13/11 http://www.sfaf.org/aboutus/newsroom/media-releases/2011/new-study-results-hold.html
7. Hayden, Erika Check. 2011. "HIV drug-prevention strategy carries
risks." Nature 476:260-261.
8. Over, Mead. 2011. Achieving an AIDS Transition. Washington, DC:
Center for Global Development. Ch. 2 (p. 33-79), “Using Incentives
to Prevent HIV Infections.”
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Extra Readings
Assignment Due
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Syllabus – 8/29/11 version
1. Westercamp, N. and R. Bailey. 2007. "Acceptability of Male
Circumcision for Prevention of HIV/AIDS in Sub-Saharan Africa: A
Review." AIDS and Behavior 11:341-355.
2. Williams, Brian, Robin Wood, Victor Dukay, Wim Delva, David
Ginsburg, John Hargrove, Martinus Stander, Robert Sheneberger,
Julio Montaner, and Alex Welte. 2011. "Treatment as prevention:
preparing the way." Journal of the International AIDS Society 14:S6.
Blackboard posting
Week 13 – Nov. 28 – Security & Religion
Readings Due
1. de Waal, Alex. 2006. AIDS and Power: Why There Is No Crisis Yet.
London: Zed Books. Ch. 5 “The Political Benefits of AIDS.”
2. Whiteside, Alan, Alex de Waal, and Tsadkan Gebre-Tensae. 2006.
"AIDS, security and the military in Africa: A sober appraisal." African
Affairs 105:201-218.
3. Dilger, Hansjoerg, Marian Burchardt, and Rijk van Dijk. 2010.
"Introduction - The redemptive moment: HIV treatments and the
production of new religious spaces." African Journal of AIDS
Research 9:373 - 383.
4. Patterson, Amy S. 2010. "Church mobilisation and HIV/AIDS
treatment in Ghana and Zambia: a comparative analysis." African
Journal of AIDS Research 9:407 - 418.
5. Rick Warren on the church and AIDS
http://religion.blogs.cnn.com/2011/07/03/my-take-church-isworlds-most-powerful-weapon-against-hivaids/
Extra Readings
1. Ostergard Jr., Robert L. and Crystal Barcelo. 2005. "Personalist
Regimes and the Insecurity Dilemma: Prioritizing AIDS as a National
Security Threat in Uganda." Pp. 155-169 in The African State and the
AIDS Crisis, edited by A. S. Patterson. Aldershot: Ashgate.
2. Manglos, Nicolette D. and Jenny Trinitapoli. 2011. "The Third
Therapeutic System." Journal of Health and Social Behavior 52:107122
Assignment Due Blackboard posting
12
Robinson
HNRS 302-008H
Syllabus – 8/29/11 version
Week 14 – Dec. 5 – The Economy
Readings Due
1. Beegle, K., J. de Weerdt, and S. Dercon. 2008. "Adult mortality and
consumption growth in the age of HIV/AIDS." Economic
Development and Cultural Change 56:299-326.
2. Haacker, Markus. 2010. "HIV/AIDS, Economic Growth, and
Inequality." Pp. 12-41 in The Socioeconomic Dimensions of HIV/AIDS
in Africa, edited by D. E. Sahn. Ithaca and London: Cornell University
Press.
3. Beegle, Kathleen, Markus Goldstein, and Harsha Thirumurthy. 2010.
"Microeconomic Perspectives on the Impacts of HIV/AIDS." Pp. 5773 in The Socioeconomic Dimensions of HIV/AIDS in Africa, edited by
D. E. Sahn. Ithaca and London: Cornell University Press.
4. Iliffe, John. 2006. The African AIDS Epidemic: A History. Oxford:
James Currey. Ch. 11 (pp. 112-125), “Death and the Household.”
5. Pisani (2009). Ch. 9, “Full Circle.”
Extra Readings
1. Mishra, V., S. R. V. Assche, R. Greener, M. Vaessen, R. Hong, P. D.
Ghys, J. T. Boerma, A. Van Assche, S. Khan, and S. Rutstein. 2007.
"HIV infection does not disproportionately affect the poorer in subSaharan Africa." AIDS 21:S17-S28.
2. Mahal, Ajay, David Canning, Kunle Odumosu, and Prosper Okonkwo.
2008. "Assessing the economic impact of HIV/AIDS on Nigerian
households: a propensity score matching approach." AIDS 22:S95S101.
Assignment Due Blackboard posting
Dec. 12 - FINAL EXAM DUE BY NOON
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